Dissertation/Thesis Abstract

A study of the differences in learning styles between students who select a traditional versus a technology-enhanced course delivery method
by Haynes, Aisha S., Ed.D., University of South Carolina, 2012, 96; 3562175
Abstract (Summary)

Students possess various learning styles and do not respond equally to the same instructional methods. College students today are often uninterested in their current traditional course design. The purpose of this study was to determine if differences exist in learning styles between students who select a traditional course delivery method versus a technology-enhanced course delivery method. Participants included 113 males and 195 females who were enrolled in a College of Business Principles of Marketing course for non-business majors at a large university in the southeast. The students who were enrolled in the course completed an online questionnaire including the Grasha-Reichmann Student Learning Style Scale (GRSLSS) and demographic questions. The GRSLSS consists of six learning styles: competitive, collaborative, avoidant, participant, dependent, and independent. A causal-comparative research design was used to identify a cause-effect relationship between the two groups of students.

Data analyses included a factorial multivariate analysis of variance (MANOVA) and analyses of variances (ANOVAs). Results from this study indicated a significant difference in course delivery methods and gender across all learning styles and no interactions between course delivery methods and gender. ANOVAs revealed a significant difference between the independent, avoidant, dependent, and participant learning styles between students who enrolled in the traditional and technology-enhanced course delivery methods. Students who enrolled in the traditional course delivery method had more of a dependent and participant learning style and students who enrolled in the technology-enhanced course delivery method had more of an independent and avoidant learning style. Males who enrolled in the course had more of a competitive learning style than females - regardless of the course delivery method. These findings are relevant for a better understanding of why students select a particular course delivery method.

Indexing (document details)
Advisor: Jeffries, Rhonda B.
Commitee: Crews, Tena B., Flora, Joseph C., Jackson, Tambra O.
School: University of South Carolina
Department: Education
School Location: United States -- South Carolina
Source: DAI-A 74/09(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Instructional Design, Educational technology
Keywords: Course delivery methods, Instructional technology, Learning styles, Online learning, Technology-enhanced learning
Publication Number: 3562175
ISBN: 9781303097171
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